INTEGRATED INQUIRY PLANNING OVERVIEW

ENGLISH

Forward Planning Overview

PRIMARY

ENGLISH 4 PART A

Unit Title: A diverse and connected world.

Inquiry question: How are China and Australia connected?

Year: Year 5
 INTEGRATED INQUIRY PLANNING OVERVIEW TERM: 3 WEEKS: 1-3
Year Level: Unit Title: A diverse and connected world Literature text: The Peasant Prince by Li Cunxin
Year 5
Inquiry question: How are China and Australia
connected?

KEY UNDERSTANDINGS Over the course of the unit, students will be exposed to a range of key understandings that will help them to make sense of the
world around them. Students will be focusing on key themes and ideas through the children’s literature book, The Peasant Prince.
These themes and ideas will create the inquiry into how China and Australia are connected. Key understandings of cultural,
economic and political relations will be explored by students in order to grasp an understanding of how China and Australia are
connected within a diverse world around them.
Overview
Over the course of the term, students will be focusing on inquiring how China and Australian are connected. This will be done through the inquiry process
which following the following six phases: Tuning in, Finding out, Sorting out, Going further, Making connections and Taking action. It is through these inquiry
phases that students will explore through a variety of activities and tasks catered towards each student in order for students make connections between how
China and Australia are linked. Over the course of the unit students will place the activities and tasks that they complete within an interactive notebook. This
notebook will explore the six stages of the inquiry process which will clearly provide evidence whether students have understood the unit of work or require
additional support. This notebook will be sent home every two nights in order for parents and guardians to see what learning is being completed within the
classroom. All information collected will be placed within this interactive notebook whether it is hand made by the students or electronically downloaded. The
electronic data that students have created will be placed on their own USB which will be placed at the back of their interactive notebook in a save plastic
envelope. The interactive notebook will have pages where parents and guardians must sign, in order for the teacher to know that the notebook has gone home
and been discussed. Parents, guardians and students are more than welcome to write comments, information and any additional questions they have within
the notebook as it will be brought back to school the next day and will be examined within class. Students will have the opportunity to discuss ideas and
information that they have talked about at home as well as any other inquiry questions that they have created. Though-out this unit of work the students will be
exposed to a variety of activities and tasks that can be applied within current and real-world problems, for example: the trade agreement between China and
Australia. A range of comprehensive differentiation strategies will be deployed within each activity and task in order to allow each student to reach their own
zone of proximal development. Some of these strategies include: Using a multiple intelligence grid, grouping of students, having enabling and extending
prompts or activities, challenge cards, differentiated instruction and many others.

ENGLISH CONTENT DESCRIPTIONS

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500 - Scootle )

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501
- Scootle )

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502 - Scootle )

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504 - Scootle )

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505 -
Scootle )

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506
- Scootle )

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can
be used to predict content and assist navigation (ACELA1797 - Scootle )

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507 - Scootle )

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or
idea (ACELA1508 - Scootle )

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’
interpretations (ACELA1511 - Scootle )

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512 -
Scootle )

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new
words (ACELA1513 - Scootle )

Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514 - Scootle )

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829 -
Scootle )

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608 - Scootle )
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609 - Scootle )

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795 - Scootle )

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610 -
Scootle )

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems
and odes (ACELT1611 - Scootle )

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612 -
Scootle )

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798 - Scootle )

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that
these can change according to context (ACELY1698 - Scootle )

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of
view (ACELY1699 - Scootle)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different
audiences and purposes(ACELY1796 - Scootle )

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700 -
Scootle )

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of
the text (ACELY1701 - Scootle )

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming
and scanning(ACELY1702 - Scootle )

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703 - Scootle )

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate
to purpose and audience (ACELY1704 - Scootle )

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705 - Scootle )
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706 - Scootle )
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio
elements (ACELY1707 - Scootle )
INTEGRATED INQUIRY TEACHING AND LEARNING OVERVIEW
Tuning in
English - Predictions
Students will be shown the first two pages
of the children’s literature, The Peasant
Prince. The students will then predict how
the text will unfold through discussions
before writing their predictions down in
graphic organisers. Students will be
provided with a range of graphic organisers
as well as blank templated if they would like
to create their own.
(ACELY1702)
English - Visualisation
Students will use the illustrations from the
children’s literature, The Peasant Prince to
create word associations
(ACELY1702)
Finding out
English - Excursion
The class will attend an excursion at the Fremantle
Literacy Centre where the ladies there will read the
children’s literature book, The Peasant Prince. The
ladies will then engage students in a variety of
activities and discussions about the themes and ideas
present though-out the book. Towards the end of
excursion, students will be introduced to creating their
own children’s book. They will be provided with
supporting materials and the relevant information
needed to take into consideration when creating their
very own book. Students will find out a range of
background information of China before creating their
own book within the sorting out phase of inquiry.
http://www.thelitcentre.org.au/school-
programmes/literature-workshops/
(ACELT1608)
English - Shared book experience
The students will participate in a shared book
experience where each student will respond to the
feelings and actions that were shown throughout the
children’s literature being explored (The Peasant
Prince). Students will be provided with a flip book that
they will use to notate all the information, themes and
ideas they found within the book as well as their own
personal response and feelings towards them.
Students will create their own flip book about the book
Sorting out
English - Write this
Students will create their own text type as well
as a small story based on one of the themes or
ideas present within the children’s’ literature,
The Peasant Prince. Students will use the
supporting materials provided by the Fremantle
Literacy Centre as well as the teacher to create
their story along with another text type.
Students will be able to create the text type of
their choice, which includes explanations,
instructions, stories, poems, letters, scripts,
banners and many more. Students will be able
to construct them using pencil and paper or
online using Microsoft word or any other
program approved by the teacher (e.g. comic
life or the Australian Post letter writing website).
https://auspost.com.au/about-us/corporate-
responsibility/education/letter-writing
(ACELT1612)
English - Similarities and differences
Students will engage in group discussions
about the similarities and differences of China
and Australia. Students will then be provided
with a list of similarities and differences before
being asked to separate them into a list or Venn
diagram. Students will then write a small
paragraph outlining how and why they
categorised them this way.
(ACELY1704)

English - Peer interviews
Students will use the illustrations from the
children’s literature, The Peasant Prince to
create a set of interview questions. These
questions will be based on the themes and
information shown within the illustrations as
well as their understanding of the topic.
Students will then be paired before
recording themselves interviewing their
partner.
(ACELY1702)
HASS - Graffiti board
The teacher will roll out a long roll of
butcher paper on the classroom floor. The
roll of butcher paper has a question of the
day written in the middle of it. The students
will then use coloured markers to write key
words, phrases, other associated questions
as well as drawing any ideas that come to
mind about the question of the day. This roll
of butcher paper will be displayed in the
classroom as a unit banner.
(ACHASSK118) and (ACHASSI105)
before expressing their views within ability based
groups.
(ACELT1609)
English - Newspaper review
Students will organise information about the children’s
literature book, The Peasant Prince. This information
will then be used by the students to create a
newspaper review about the book. Students will be
provided with planning sheets and information
headings in order to categorise the information they
have sourced/found so it can be placed within their
newspaper review.
(ACELT1609)
English - Postcard
Students will create and write a postcard that will be
send to a year 5 class in China (pen pals). The year 5
students in China will receive these postcards before
replying by sending one of their own postcards to a
student.
(ACELY1704)
English - Class meeting
All students will participate in a class meeting. The
teacher will elect a group of students and provide them
with a role. These students will be required to read
their role card before completing what is asked of
them. E.g. Leader: Begins the class meeting, Timer:
Keeps track of the time during the meeting
(ACELT1609)
HASS- Information interviews
Students will create a list of interview questions based
on the children’s literature that is being studied in class
(The Peasant Prince). The students will use these
questions to interview peers, teachers, family
members and/or friends in order to create an iMovie
that will be used to identify the level of knowledge and
understanding about the themes and ideas present
throughout the book. The students will be given a note
taking sheet that they will use to organise their ideas,
information and questions before conducting the
interviews. Students will then condense all of the
English - Read and retell - interview style
Students will be grouped into pairs based on
ability before they read the story, The Peasant
Prince. Each pair will then take turns retelling
the story in their own words. Each re-tell will be
recorded and placed within the interactive
notebook. Students will then ask their partner a
list of questions that have been developed by
the teacher. These questions will also be
recorded Students who require extending will
be provided with an exert form the book Mao’s
Last dancer and asked to retell the exert within
their own words.
(ACELY1702)
HASS - Phone
Students will be provided with four pictures of a
mobile phone. They will use these phones to
create a text message, Instagram picture and
message, Facebook post and/or twitter post
about the most important information they have
learnt throughout the unit. Students will then
glue these phones within their interactive note
book. All students will leave their interactive
note books open on their desks before walking
around the classroom reading their peers posts.
All students will then return to their desk and
HASS - Bundling
In groups of four, students will use the
information on the graffiti poster, answers
from the peer interviews and the prediction
in the graphic organisers to bundle the
terminology into specific categories. These
categories will be created by each group
through class discussions.
(ACHASSI105) and (ACHASSI094)
HASS - Pass the globe
Students will play pass the globe with a
plastic blow up globe. The teacher will start
with the globe. They will state one fact they
know about China and/or Australia before
passing the ball onto another student. This
will occur until all students have said a fact.
(ACHASSI105) and (ACHASSI094)
The Arts - Picture this
The teacher will cover up the front cover of
the children’s literature book, The Peasant
Prince with sticky notes. The teacher will
explain to students that there is a book
cover beneath the picture and it is their job
to guess what it is. The teacher will remove
once sticky note at a time and ask students
to comment on what they see. Example
questions: What could it be? What does this
piece male you think of? Why do you think
that is? Why does it remind you of that?
What else could it be? How did you work
that out? Do you still think it is ….? And
Why have you changed your mind? The
teacher will continue to remove sticky notes
and prompting students before the picture is
revealed and discussed as a whole class.
The important part from this activity is the
discussions that occur which will reveal
information they gathered within the interviews to form
an informative iMovie. Students who require additional
support will be provided with a list of themes and ideas
that are present within the book in order for them to
create their interview questions.
(ACHASSI094)
The Arts - paintings from the book Paint this
The students will identify the techniques and methods
used by the illustrator of the children’s literature book
being studied in class (Anne Spudvilas). Students will
explore the many artworks and picture books she has
created/illustrated for by exploring her ideas and
practices used to represent different views, beliefs and
opinions. Students will then apply these techniques
that they have explored and developed within their
own visual artworks (e.g. drawing and/or painting).
(ACAVAM114) and (ACAVAM115)
write a final comment below their phones. They
might include a misconception they wrote about
the topic or other good points that other
students used within their posts.
(ACHASSI105) and
The Arts - Freeze frame
All students will participate in the drama game
Freeze Frame. One students will start creating
a free movement. The teacher will then say
freeze frame before other students will join in
and create a different movement until the
teacher says freeze frame. The game will
continue until half the class has joined in. A
new game will begin, consisting of the other
half of the class. Each movement and action
must be in relation to the topic of China and
Australia. All students will be able to use
actions, props and their voices to perform
during the activity.
(ACADRM035)
The Arts - Television play
Students will form groups of five before creating
a television play. Students will plan and
rehearse their television play before performing
it in front of the class.
(ACADRM035)
understandings and misconceptions from
students.
(ACAVAM115)
Technologies - Picture this
Students will bring in a variety of electronic
pictures from home that showcases who
they are as a person. Students will then get
into pairs and exchange their pictures. Each
student will then create a small story about
their partner by sequencing their images
and adding in text.
(ACTDEP025)
Mathematics - Estimate it!
Students will create and pose a question
about china and Australia’s statistics to a
group of five peers. E.g. What is the
population growth of each country? Each of
Technologies - Internet
Students will be creating an informative film, radio or
television advertisement that targets one of the main
themes present within the children’s literature, The
Peasant Prince within the next inquiry phase.
Therefore, the students will be researching and finding
out a variety of information that will be able to be
applied within these advertisements. The
advertisements will need to be informative and target
an issue that China or Australia has. For example,
Students could create an informative radio
advertisement about communism and why China
needs to become a Democracy for the good of their
people. This activity will take a variety of lessons and
require extensive research within groups of three-to-
four.
(ACTDEP025) and (ACTDEP024)
Mathematics - finding out
Students will use the questions posed within the last
mathematical activity to research statistical information
about China and Australia. The students will be able to
The Arts - Create it
Students will use the materials provided in
class to create a model, collage or other item to
display their knowledge and understanding of
the unit. Students must include a design brief
within their interactive notebook as well as a
picture of their final product along with a small
self-reflection.
(ACAVAM115)
Music - Let’s go camping
Students will create a rap or chant within pairs
that will be shared round the campfire. The
classroom will be set up like a campsite with a
fire in the middle of the campsite. All students
will sit around the fire before sharing their rap or
chant with the rest of the class
(ACAMUM089)
Technologies
Students will create a multimedia presentation.
They will be able to create a film, video or
television advertisement. Students will use the
information from the previous inquiry phase to
create their informative multimedia
presentation.
(ACTDEP025)
Mathematics - Grid reference
Students will have a grid reference system of
China. They will have a location A and B
marked on the grid. Students will then need to
work out the best way to get from location A to
these students will then estimate the
answer to the question which will be written
down on their sheet. These statistics will
then be explored within the next inquiry
phase to gain sufficient amounts of
research behind them.
(ACMNA099)
Science - Mystery box
Students will be provided with a mystery
box at the front of the classroom. The
students will only be able to ask the teacher
yes and no questions about the object
inside the box. Students will then be asked
to draw what they think it looks like before
breaking into small groups and discussing
what they think is in the box and justifying
why. All groups will then come back and
engage in a whole class discussion before
the teacher reveals the animal located
inside. Students will then create a small
mind map identifying why this animal was
chosen and how it relates to what they are
learning.
(ACSSU043)
present their finding in the format of their choice. E.g.
Graphic organisers, lists, graphs, tables, etc.
(ACMSP120)
Science - Structured observations
The teacher will bring in a native Australian and
Chinese plant. Students will create an observation
record of both plants. They will use the internet to
explore how they thrive and survive within their
environments. Students will also explore the structural
features and adaptions of native Chinese and
Australian animals that help them to survive within
their environment. Students will Create a plant and
animal profile which will include a labelled and
describes diagram of a native plant and animal from
Australia and China.
(ACSSU043)
B. They will take into consideration distance,
time, cost, ect.
(ACMMG113)
Mathematics - Graph it
Students will use the researched information
before classifying it accordingly. Students will
be given graph paper, maps, Venn diagrams
and blank paper to format the information
appropriately.
(ACMSP119)
Mathematics - Timeline
Students will create a timeline of major events
that have occurred within Australia and China.
Students will also include and highlight events
that connect the two together. E.g. trade and
migration. Students will then place their timeline
within their interactive notebook.
(ACMSP119)
Science - Compare and contract
Students will use their observations within the
last phase of inquiry to construct a Venn
diagram that outlines that similarities and
differences of the native plants and animals of
China and Australia.
(ACSSU043)
Health and Physical Education -
Something from home
Students will bring in an item that
symbolizes their identity. The class will be
broken into two groups before they think,
pair, share their ideas to their peers. The
teachers item as well as the best two from
each group will be discussed as a class and
examined further.
(ACPPS051)
Going further
All learning areas - Multiple Intelligence
Grid
The multiple intelligence glide includes
Individual projects, contracts, cooperative
group tasks and independent activities in
order to extend the unit and allow students
to investigate areas of personal interest. It
provides students with the opportunity to
use their preferred learning style and
present another perspective on, or
dimension to, the topic in an abstract way.
The multiple intelligence grid that will be
provided to students will consist of five
different activities under each intelligence
heading. This ensures that students are
able to go further within the unit by
producing something that will help them to
best remember their learning. One activity
Health and Physical Education - Ask an expert
Students will be involved in a skype call with a migrant
from China who is now living in Australia. Students will
create a variety of question in groups of four-to-five
before posing them to the whole class. The class then
then decide which are the best six questions to ask
their guest. The teacher will then arrange the skype
call and allocate which students are asking what
questions. The students will then sit on the mat with
their interactive notebook and take notes about the
information that their guest has shared. The questions
will have a high focus on identify and how it is
influenced by people and places.
(ACPPS051)
Making connections
English - Learning map
Students will create a learning map. They will track
their learning by connecting concepts together on a
map that is provided by the teacher.
(ACELA1511)
English - PMI Chart
Students will create a PMI Chart about the unit that
they are undertaking. Each student’s will then glue
their PMI chart into their interactive notebook.
(ACELY1701)
English - Putting you in the picture
Students will put themselves in the picture by writing a
short story based on the children’s literature, The
Health and Physical Education- Readers
theatre
All students will be placed into groups of six by
the teacher that are ability based. Each group
will be given a readers’ theatre script that is
aimed at their reading and ability level shown
throughout the unit. All groups will then take
part in the readers theatre that is aimed at
exploring the emotions, identity of characters
and the diversity among people.
(ACPPS051)
Taking action
English - Letter writing - global links
Students will write a letter to the Chinese or
Australian government about as issue that is
present within today’s society. The issue must
be in relation to China and Australia. E.g. A
letter regarding the amount of money we pay to
get items made in Chinese sweat shops and
sent to Australia.
(ACELY1796)
English - Read all about it
Students will create a newspaper article called
‘Read All About It’. The article will focus on an
issue or idea that is present within today’s
society in China.
(ACELY1796)
English - Meet the press
Students will create a press release in regard to
their newspaper article that will be released.
from each intelligence has been listed
below.
Linguistic intelligence (word smart)
Students will create their own story within
the text type of their choice. They will plan,
draft and publish their story on display for
their parents to see. Students will then
present their story to the rest of the class as
a visual presentation (book club). Students
will be provided with a checklist of
information which they will need to include
within their presentation in order for all book
club members to know enough information
about the book.
(ACELY1700), (ACELY1704),
(ACELY1705) and (ACELY1707)
Logical mathematical (number/reasoning
smart)
Students will plan a holiday to China. They
will need to create a simple financial plan as
well as using a grid reference to allocate
what destinations they will be travelling
around to.
(ACMMG113) and (ACMNA106)
Spatial intelligence (picture smart)
Students will individually create a flip book
of images that help depict the story of Mao
(the main character from the children’s
literature being studied). Students will also
be able to create a picture map that links all
of the ideas that they have learnt throughout
the inquiry process. These images will then
assist the student in creating the perfect
book cover for the children’s literature, The
Peasant Prince.
(ACAVAM115)
Peasant Prince. Students will substitute themselves
for the main character (Mao). They will include the
feels felt by them as well as the construction of their
identity.
(ACELY1704), (ACELY1705) and (ACELY1707)
HASS - What am I?
Students will create a what am I page. Students will
start by selecting a Chinese and Australian item which
will be written in the center of their interactive
notebook. The item will then be covered by a sticky
note before the students write statements about the
item around the sticky note. The students will then
leave their interactive notebooks open and explore
other students ‘What am I?’ page. Students will write
down what they think two other student’s items are
within that person’s interactive notebook and why.
(ACHASSI105) and (ACHASSI094)
HASS - Two truths and a false
The teacher will read out two truths and a false.
Students will need to write down what two are the
truths and the explanation behind them.
(ACHASSI094)
The Arts - Connect it
Students will connect artworks and performances on a
graphic organizer of their choice. Students must
describe how these artworks and performances are
connected and what emotions and ideas they express
to the viewer.
(ACAVAM114) and (ACAVAM117)
Technologies - Time capsules
Students will create a video that will be placed within a
time capsule. The video will be opened in 50 years.
Students will write down what they would say in
an appropriate manner before recording the
press release on iMovie. Students will be able to
bring in props and items approved by the
teacher in order to conduct their press release.
This may include a jacket or microphone.
(ACELY1796)
HASS - Migration booth
Students will create a migration booth for why
people around the world (with focus on China)
would migrate to Australia. They will create an
iMovie, Brochure, Posters and Pamphlets to
promote Australia and provide reasons for why
people migrate to Australia.
(ACHASSK109)
HASS - Pamphlet
All students will create a holiday or migration
pamphlet about China. Students will write down
all the necessary information that people would
need in order to make an informed decision.
(ACHASSI097) and (ACHASSK109)
The Arts
Creation for the booth
Students will create an art piece that will be
displayed at their holiday booth.
(ACAVAM115)
The Arts - Advertising campaign
Students will create an advertisement campaign
that targets diversity in regard to discrimination.
Students will be able to use the website Carva,
paper and pencils or any other materials and
websites approved by the teacher.
(ACAVAM115)
Technologies
Students will create an iMovie about China and
Australia’s connection. Students will be provided
with a checklist which will indicate what
Bodily-Kinesthetic intelligence (body
smart)
Students will create a dramatic performance
either by themselves or in groups up to four.
They will re-create the story, The Peasant
Prince with emphasis on feelings and
emotions throughout the story. At the end of
the performance, students will explain what
feels and emotions they were trying to
create.
(ACADRM035) and (ACADRR038)
Musical intelligence (musical smart)
Students will create a song about China and
Australia’s relationship. They will use the
information that they have acquired within
the earlier phases of inquiry to help build
their lyrics. Students will then be able to
create instruments out of recycled materials
that they can use whilst they are creating
their song. Students will then record their
song and place it onto the USB provided.
(ACAMUM089)
Interpersonal intelligence (people smart)
Students will hold a class meeting in groups
of four. They will create group role cards
and assign them accordingly. These
students will then create a report based on
a current issue that is seen within Australia
and China. These students will work
together to create the report in the format of
their choice.
(ACPMP067)
Intrapersonal intelligence (self-smart)
Students will choose a topic that they have
explored throughout the unit to focus on, in
order to create an individual project.
Individually, they will be able to decide how
they would like to present their project and
Therefore, students should consider the differences
that could be made in China and Australia.
(ACTDEP025) and (ACTDIP016)
Mathematics - learning map
Students will create a learning map. They will track
their learning by connecting concepts, ideas and
statistics together on a map. Students will be able to
create a map of their own in which they will sort and
place all of this information.
(ACMSP113) and (ACMSP119)
Mathematics - Effect wheel
Students will create an effect wheel which will be
placed within their interactive notebook. They will be
provided with the statistics that they researched within
the finding out phase of inquiry. This information will
be placed within the wheel before students write why
these statistics or events have occurred.
(ACMSP120)
Science - In my club
Students will participate in the activity ‘My Club’. The
activity involves having all students writing rules for an
inclusive and diverse club.
(ACSHE083) and (ACSIS090)
Health and Physical Education - Create a board
game
All students will be asked to create a board game that
is focused on diversity and how to seek help and
safety within the community.
(ACPPS053)
information they will need to include within their
iMovie.
(ACTDEP025) and (ACTDIP016)
Mathematics - Statistics
Students will write a mathematical report that
contains all the relevant statistics associated
with China and Australia. These statistics will be
displayed in a variety of different ways such as
graphs, tables and written paragraphs.
(ACMSP119) and (ACMSP120)
Mathematics - Fundraising
Students will plan a fundraising activity. The
best fundraising activity will be created by the
class and used to fundraise money for a specific
course in relation to China and Australia.
Students will create a small financial plan for
their fundraising activity or event.
(ACMSP119), (ACMSP120) and (ACMNA106)
Science - Self-guided walk
The class will design a self-guided walk for their
parents to do on the last day of term. They will
plan what information and activities will be
displayed where in the walk before creating a
scientific report comparing a native Chinese
plant or animal with a native Australian plant or
animal.
(ACSSU043), (ACSIS090) and (ACSHE083)
Health and Physical Education - Action Plan
In groups of four, students will develop an action
plan for the school to follow after the unit has
finished. Each group will pitch their idea within a
class meeting before the most appropriate
action plan is selected to be implemented by the
school. An action plan that could be
implemented is waste free Wednesday because
the statistics show that China and Australia’s
population is increasing at a rapid rate.
(ACPPS060) and (ACPMP067)
the information included. E.g. a board game
focusing on trade between China and
Australia.
(ACELY1796), (ACELY1700),
(ACELY1704) and (ACELY1705)

Naturalistic intelligence (nature smart)

Students will construct a diorama using the
natural elements sourced around their local
community. The diorama will display the
natural plants and animals that thrive and
survive within the Chinese environment.
Students will need to also provide a small
written report that outlines what
environmental factors help these plants and
animals to thrive and survive.
(ACHASSI105) and (ACSSU043)
Methods of sharing and discussing
 Carousel sharing
 Class meetings
 Concentric circles
 Conversation counters
 Cumulative listening
 Focused reporting
 Jigsaw sharing
 Expert groups
 Print walk
 Talking stick
 Group role cards
 Conferencing
 Instructor-designed questions
 Specialist groups
 Jig-saw
 Student-designed questions
 5-minute informal writing in response to a question
 “Stand where I stand” debate
 Small group discussions
 Informal Collaborative-learning groups
 Think, pair, share
 Think-aloud pair problem solving
 Interviews
 Group dialogues
Assessment strategies
 Class diary
 Group work
 First Steps Map of Development
 Learning Logs
 Photo journals
 Journal writing
 Discussions
 Interviews
 Venn diagram
 Checklist
 Postcard
 Doodle it
 Chalkboard splash
 3 things
 Anecdotal notes
 Create something
 Quizzes
 Write it down
 Visualise (be the illustrator)
 Check for transfer
 Mini-whiteboards
 My favourite
 3 x Summarisation
 Hand in, pass out
 Extension projects
 Text Rendering
 Metacognition
 Quick nod
 Fingers up!
 Watch body language
 Two Roses and a Thorn
 Running records
 Traffic Lights
 Hand thermometer
 Thumbs up, middle or down
 Exit slip
 Red/green card
 Twitter board
 Google forms
 Photos to assess learning
 Text the answer
 Flubaroo
 Clickers
 Plickers
 Kahoot
 Create a video
 Use Google Docs
 Crowd-source a presentation
 Back channel
 Cork board
 Cold-calling
 Twitter voting
 Active Prompt
 Partner quizzes
 Mazur’s concept test and think-pair-share
 Jigsaw groups
 Specialist groups
 Rotate groups
 Teach younger kids
 Peer-teach
 Talk to each other
 Self-evaluation
 Listening
 Answer the LEQ
 Raised hands
 Comments
 Make predictions
 Rubric
 Graphic organisers
 Reflective journals
 Peer groups and co-operative Inquiry